Editorial - Second Language Writing Practices, Identity, and the Academic Achievement of Children from Marginalized Social Groups

A Comprehensive View

Authors

  • Shelley K. Taylor University of Western Ontario
  • Jim Cummins University of Toronto

DOI:

https://doi.org/10.1558/wap.v3i2.181

Keywords:

identity texts, literacy engagement, multilingual classrooms

Author Biographies

Shelley K. Taylor, University of Western Ontario

Shelley K. Taylor is Associate Professor at the University of Western Ontario. She has researched the effects of growing societal multilingualism on schools, educators, and plurilingual children. Her main focus has been on immigrant, First Nations, and indigenous children enrolled in bilingual education – French immersion programs in Canada, a Danish-Turkish bilingual/bicultural education program in Denmark, and the introduction of multilingual language education programs in Nepal. She co-edited a special issue of The International Journal of Bilingual Education and Bilingualism and edited TESOL ’s Bilingual Basics series from 2004–2007.

Jim Cummins, University of Toronto

Jim Cummins is a Canada Research Chair in the Department of Curriculum, Teaching and Learning at the University of Toronto. His research focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. He is the author of Language, Power and Pedagogy: Bilingual Children in the Crossfire (Multilingual Matters, 2001) and, with Margaret Early, of Identity Texts: The Collaborative Creation of Power in Multilingual Schools (Trentham Books, 2011).

References

Baker, C. and Hornberger, N. (2001) (eds.) Jim Cummins: A biographical introduction. An Introductory Reader to the Writings of Jim Cummins 1–16. Clevedon, U.K.: Multilingual Matters.

Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society. Los Angeles: California Association for Bilingual Education.

Cummins, J. and Early, M. (2011) Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent, U.K.: Trentham Books.

Denzin, N. K. (2005) Emancipatory discourses and the ethics and politics of interpretation. In N. K. Denzin and Y. S. Lincoln (eds.) The Sage Handbook of Qualitative Research 933–958 (3rd edition). Thousand Oaks, California: Sage Publications.

Early, M., Cummins, J. and Willinsky, J. (2002) From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy. Research funded by the Social Sciences and Humanities Research Council of Canada (2002–2005).

Government of Canada, Statistics Canada (2007) Aboriginal Peoples in Canada in 2006: Inuit, Metis and First Nations, 2006 Census (Catalogue no. 97–558-XIE). Ottawa: Author.

Smith, L. T. (2002) Decolonizing Methodologies: Research and Indigenous Peoples. New York: Zed Books.

Snoddon, K. (2010) Technology as a learning tool for ASL literacy. Sign Language Studies 10(2): 197–213. http://dx.doi.org/10.1353/sls.0.0039

Taylor, S. K. and Sakamoto, M. (2009) Conclusion: Language and power a la Jim Cummins (Special issue). The International Journal of Bilingual Education and Bilingualism 12(3): 346–348.

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Published

2011-12-28

How to Cite

Taylor, S. K., & Cummins, J. (2011). Editorial - Second Language Writing Practices, Identity, and the Academic Achievement of Children from Marginalized Social Groups: A Comprehensive View. Writing and Pedagogy, 3(2), 181-188. https://doi.org/10.1558/wap.v3i2.181

Issue

Section

Editorial